Rules versus analogies in children's spelling : evidence for task dependence
Deavers, Rachael P. and Brown, G. D. A. (Gordon D. A.). (1997) Rules versus analogies in children's spelling : evidence for task dependence. Reading and Writing, Vol.9 (No.5-6). pp. 339-361. ISSN 0922-4777Full text not available from this repository.
Official URL: http://dx.doi.org/10.1023/A:1007990827737
Two experiments were conducted to investigate developmental changes in children's use of rime-level units of sound-to-spelling correspondence when spelling nonwords under varying task demands. In Experiment 1, nonwords were presented in isolation. Older children spelled more of the nonwords by analogy than younger children. Experiment 2 adopted versions of the clue word technique employed by Goswami (1988a) and found that significantly more analogous, rime-based responses were given to the same stimuli in both younger and older children. However, fewer analogous responses were given when the salience of the clue word was reduced by presentation of multiple target nonwords. The results suggest that while children in the early stages of development possess the ability to use rime-based units in spelling, they do not always make spontaneous use of this analogy strategy. However, when the potential to use rime-based units is highlighted by task demands, as is the case in Experiment 2 when a clue word is provided, even young children make considerable use of analogy in spelling.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology
P Language and Literature > P Philology. Linguistics
|Divisions:||Faculty of Science > Psychology|
|Library of Congress Subject Headings (LCSH):||Spelling, Psychology of, Language and languages -- Orthography and spelling, Analogy (Linguistics), Rhyme, Graphemics, Phonetics|
|Journal or Publication Title:||Reading and Writing|
|Number of Pages:||23|
|Page Range:||pp. 339-361|
|Access rights to Published version:||Restricted or Subscription Access|
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